New Literacies: Teachers & Learners

Transcription

1 1 Gavin Dudeney Paris, 11/09

2 2 What is digital literacy?

3 3 the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers. the ability to locate, organize, understand, evaluate, and create information using digital technology ( ). Digitally literate people can communicate and work more efficiently, especially with those who possess the same knowledge and skills.

4 4 ( ) our professors who are digital immigrants see the technology as a series of 'programs' or 'things' or - in linguistic terms - nouns. Today s students, if they are 'native speakers' of digital technology view it in a very different way. They see technology as the means of getting things done: of communicating, of sharing, of presenting, etc. In linguistic terms our students see technology as verbs.

5 5 print texting Digital literacy unpacked technological remix gaming personal intercultural participatory search information Multiliteracies media - audio - visual - video Pegrum, M., From Blogs to Bombs: The Future of Digital Technologies in Education, UWA Press, forthcoming 2009, pp

6 6 Are you digitally literate?

7 7 I have five or more friends who I met on the Net I check my first thing in the morning When going out in town I first check the web for suggestions / directions I share my digital photos online for friends and family to see I often use my credit card to pay online I often download or buy music online I read at least five blogs a day I post comments on other people s blogs I have my own blog that I update regularly

8 8

9 9 I am a member of at least one social networking site I often chat with friends / colleagues via instant messaging software I often share amusing websites / videos with friends and colleagues I ve edited a Wikipedia entry I use my mobile phone primarily for texting I get my news online, not from a newspaper I don t watch live TV, but record it and watch it when I like I met my partner online

10 10 Why is it important?

11 11 because shift happens to the human race

12 12 because shift happens to technology

13 13 because shift happens to mobility

14 14 because shift happens them! to them!

15 15 because shift happens to them!

16 16 because shift happens I don t know anything about technology My students know so much more about computers than I do. Using computers isn t interactive my learners could do computer work at home. I don t like them so I don t see why I should use them in class. but often not to us!

17 17 because shift happens I get the opportunity of "hanging" with students daily. Are they tech-comfy? You bet. Tech-savvy? Not even close in many cases. Just because our students and kids are digital natives (or digital residents?), it doesn't mean they are tech-literate. Mike Sansone - to our roles

18 18 Don t teach your kids to read for the Web ( ). Don t teach your kids to write online. Since when do kids need an audience? ( ) No connecting, now. No social networking, or online chat ( ). Blogs and twitter? How self-absorbed! ( ) And definitely, absolutely, resolutely, no cell phones. Block it all. It s evil, you know. There s bad stuff out there gotta keep your children safe. Don t you know collaboration is just another word for cheating? Don t you know how much junk is out there? Haven t you ever heard of sexting? Of cyberbullying? A computer 24-7? No thanks I don t want them creating, sharing, thinking, learning. You know they re just going to look at porn and hook up with predators. We can t trust them. Don t do any of it, please! Really

19 19 cause I m doing all of it with my kids. Can t wait to see who has a leg up in a decade or two, can you? Dr. Scott McLeod Iowa State University

20 20 Students tune us out. They are convinced that school is totally devoid of interest and totally irrelevant to their life. In fact, they find school much less interesting than the myriad devices they carry in their pockets and backpacks. ( ) When what is being offered isn t engaging, these students truly resent their time being wasted. In more and more of our schools, this group is quickly becoming the majority. The motto of this group? Engage me or enrage me. Prensky, M. 2005

21 21 It s not attention deficit - I m just not listening! [ teen s t-shirt slogan, New York City ] Quoted in Prensky, M., Don t Bother Me Mom I m Learning!, Paragon House, 2006, p. 6

22 22 The cookies on my daughter s computer know more about her interests than her teachers do. Henry Kelly President, Federation of American Scientists Quoted in Prensky, M., Don t Bother Me Mom I m Learning!, Paragon House, 2006, p. 11

23 23 I remember my mom and dad yelling at me for playing too much they didn t know I had a 200 person online guild to manage. Stephen Gillette Entrepreneur Quoted in Prensky, M., Don t Bother Me Mom I m Learning!, Paragon House, 2006, p. 9

24 24 I don t want to study ancient Rome in school. Hell, I build it every day in Caesar III. [ a high school student ] Quoted in Prensky, M., Don t Bother Me Mom I m Learning!, Paragon House, 2006, p. 183

25 25 Tim Rylands -

26 26 Getting Practical: 8 Ways to Use Technology

27 27 way 1: images

28 28 way 1: images

29 29 Activities creative writing interviews magazine articles audio / video life stories To bear in mind innapropriate content technical issues basic design skills way 1: images

30 30 way 2: video

31 31 way 2: video

32 32 Activities countries I d like / 2nd conditional Q&A writing (postcards) To bear in mind language demands task & cognitive load pre- & post- tasks way 2: video

33 33 way 3: word clouds

34 34 way 3: word clouds

35 35 way 3: word clouds Haiku: a Japanese lyric verse form having three unrhymed lines of 5, 7, and 5 syllables, traditionally invoking an aspect of nature or the seasons. Hot June day. An otter slips into the sea

36 36 way 3: word clouds

37 37 Activities revision/prediction of texts pre-teach key vocab dialogue reconstruction haiku To bear in mind public gallery quality/quantity of words way 3: word clouds

38 38 way 4: websites

39 39 way 4: websites group a Man s Love Runs Deep In Search For Ring group b Police Say Man Fell Asleep In Wrong Home group c Man Accused Of Stealing Car, Piggy Bank Cash group d Man Used Cab As Getaway After Robbing Bank

40 40 Teen Cults Teen Problems way 4: websites

41 41 Activities language review problems, news anything theme based To bear in mind public content not graded website life way 4: websites

42 42 way 5: podcasts

43 43 Activities Teacher records: dictations, texts, questions Students record: excuses, point of view, interviews To bear in mind low levels need support storage short recordings use a good microphone way 5: podcasts

44 44 way 6: cartoons

45 45 way 6: cartoons

46 46 way 6: cartoons

47 47 Activities functional/social language dialogues jokes & responses tense & time To bear in mind some scenes unsuitable limited amount of text fun make aims clear! way 6: cartoons

48 48 way 7: audio slideshows #u28462

49 49 way 7: audio slideshows #u28462

50 50 Activities descriptions, e.g. routines my family narratives presentations research on a topic To bear in mind privacy settings use a good microphone way 7: audio slideshows

51 51 way 8: blogs

52 52 Activities teacher blogs class blogs student blogs To bear in mind privacy settings accuracy in / out of class? way 8: blogs

53 53 7. Slideshows 1. Images 2. Video 3. Wordclouds summary 8. Blogs 4. Websites 5. Podcasts 6. Cartoons 8 WAYS

54 54 more ways

55 55 more ways

56 56 changing attitudes Do not confine your children to your own learning for they were born in a different time. [ hebrew proverb ]

57 57 Many Thanks! Web: Blog: slife.dudeney.com Twitter: dudeneyge Second Life: Dudeney Ge Skype: theconsultants-e Messenger: